Editable Schemes of Work - Unit 3
Edexcel GCSE 2009 Applied Business
Unit 3: Investigating People, Business and Change
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Scheme of work
This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible.
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You will find other support for planning the course in the Teacher’s Guide. This is a free downloadable resource that you can access at gcse2009
Teaching resource exemplars
The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.
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You’ll find details of all of these at gcse2009
We are also working with a range of publishers to support you; textbooks have been produced to support this subject by Hodder Education, Heinemann Educational Publishing and Collins Education.
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Edexcel GCSE Applied Business
Unit 3: Investigating People, Business and Change
Edexcel scheme of work
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|2-3 |3.1 Why are people so |To understand that without customers |Students form two groups to consider each statement below, a |See the Edexcel GCSE Applied Business Student Book, |
| |important? |businesses cannot exist. |whole group discussion can follow. Group One: Customers prefer |pages 124–125 |
| |Customer needs, | |cheap prices to consistent or reliable customer service. |GCSE Applied Business by Fardon M, Nuttall C and |
| |expectations and | |Businesses such as Ryanair and Ikea have proven this. Group two: |Prokopiw J (Osborne, 2002), pages 84–85 |
| |satisfaction | |Most people expect superb customer service even if they are |BTEC First Business by Carysforth C and Neild M |
| | | |paying rock bottom prices. If they don’t get it, they go |(Heinemann, 2006), pages 382–386 |
| | | |elsewhere. |PowerPoint and notes at: ngfl-.uk/vtc/ |
| | | |Students undertake online activities available at: |ngfl/bus_studies/13/people_in_business.html and |
| | | |businessstudiesonline.co.uk/AppliedGcse |teachmebusiness.co.uk/unit2.htm |
| | | |Business/Activities/Unit2/Unit2Menu.htm#GCSE | |
| | | |AppBusU2Stake | |
| | | |Students undertake independent research into chosen businesses. | |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|6-7 |3.1 Why are people so |To understand the role and importance|Students undergo group discussion on Innocent drinks who tested |See the Edexcel GCSE Applied Business Student Book, |
| |important? |of market research. |out their product at a London music festival to see if it was |pages 128–129 |
| |Research | |liked. Results at: innocentdrinks.co.uk. Was this a good |BTEC First Business by Carysforth C and Neild M |
| | | |idea? How could it have been improved? |(Heinemann, 2006), pages 380–381 |
| | | |Students undertake independent research into chosen businesses. |Useful websites: and and |
| | | | |uk. and |
| | | | |themarketresearchgroup.co.uk/localgovlinks.html |
| | | | |and .uk |
|10-11 |3.1 Why are people so |To understand how businesses train. |Students work in groups on the task: Write a one-day induction |See the Edexcel GCSE Applied Business Student Book, |
| |important? | |programme for a group of new starters at a chosen business. Task |pages 144–145 |
| |Employee training | |notes are available at: |GCSE Applied Business by Fardon M, Nuttall C and |
| | | |www1.orange.co.uk/about/community/open_for_ |Prokopiw J (Osborne, 2002), pages 192–199 |
| | | |business/training_and_development.html |GVNQ Business (for Intermediate GVNQ) by Nuttall C J (Collins |
| | | |Students undertake online activities available at: |Educational, 2000), page 42 |
| | | |businessstudiesonline.co.uk/AppliedGcse |Useful websites: www1.orange.co.uk/about/ |
| | | |Business/Activities/Unit2/Unit2Menu.htm#GCSEApp |community/open_for_business.html and |
| | | |BusU2Stake |hmvcareers.co.uk/Whats-it-like-working-with-us/Learning--development |
| | | |Students undertake independent research into chosen businesses. |PowerPoint and notes at: and ngfl-.uk/vtc/ |
| | | | |ngfl/bus_studies/13/people_in_business.html and |
| | | | |teachmebusiness.co.uk/unit2.htm and businessstudiesonline.co.uk |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|14-16 |3.1 Why are people so |To understand the part that an |Students work independently on: What sort of organisational |See the Edexcel GCSE Applied Business Student Book, |
| |important? |individual plays within an |charts do your chosen businesses have? They create a basic chart |pages 148–153 |
| |Job roles and working |organisation and how they fit into an|for each. |GCSE Applied Business by Fardon M, Nuttall C and |
| |arrangements |organisation chart. |Students work in groups to look at how much celebrities and |Prokopiw J (Osborne, 2002), pages 162–167 |
| | | |footballers get paid for their jobs using ‘celebrity salary |PowerPoint and notes at: ngfl-.uk/vtc/ |
| | | |check’ and ‘footballer salary check’ at paywizard.co.uk |ngfl/bus_studies/13/people_in_business.html and |
| | | |Students undertake online activities available at: |teachmebusiness.co.uk/unit2.htm and businessstudiesonline.co.uk |
| | | |businessstudiesonline.co.uk/AppliedGcse | |
| | | |Business/Activities/Unit2/Unit2Menu.htm#GCSEApp | |
| | | |BusU2Stake | |
|17-18 |3.1 Why are people so | |Students write up on chosen business(es). | |
| |important? | | | |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|21-22 |3.2 How do businesses |To identify the market position of |Students undertake independent research into chosen businesses |See the Edexcel GCSE Applied Business Student Book, |
| |develop? |businesses, especially their chosen |at: .uk/news/statistics/trends.htm |pages 158–161 |
| |Market Trends |businesses. | |Useful websites: trends-innovation and |
| | | | |.uk/news/statistics/trends.htm |
|23-24 |3.2 How do businesses |To understand the reasons and factors|Students undertake online activities available at: |See the Edexcel GCSE Applied Business Student Book, |
| |develop? |influencing the location of a |businessstudiesonline.co.uk/AppliedGcse |pages 162–163 |
| |Location |business. |Business/Activities/Unit1/Unit1Menu.htm |GCSE Applied Business by Fardon M, Nuttall C and |
| | | |Students undertake independent research into chosen businesses. |Prokopiw J (Osborne, 2002), pages 34-41 |
| | | | |GVNQ Business (for Intermediate GVNQ) by Nuttall C J (Collins |
| | | | |Educational, 2000), pages 152–163 |
| | | | |PowerPoint and notes at: ngfl-.uk/vtc/ |
| | | | |ngfl/bus_studies/14/default.html and |
| | | | |teachmebusiness.co.uk/newunit1.htm |
|25-26 |3.2 How do businesses | |Students write up on chosen businesses. | |
| |develop? | | | |
|27-28 |3.3 What are external |To understand how businesses can |Students undergo group discussion on: Can small businesses |See the Edexcel GCSE Applied Business Student Book, |
| |factors? |maintain competitiveness through the |compete with their bigger rivals? They consider the if they feel |pages 164–167 |
| |Business competitors |products and services offered, the |the following statements are true or false and discuss: Smaller |GCSE Applied Business by Fardon M, Nuttall C and |
| | |use of technology, responding to |businesses: |Prokopiw J (Osborne, 2002), pages 133–135 |
| | |customer needs etc (links to Unit |a) Take greater care with the details, b) Offer a more personal |PowerPoint and notes at: ngfl-.uk/vtc/ |
| | |1.1). |service BUT c) They are less competitive pricewise, c)Their |ngfl/bus_studies/14/default.html and |
| | | |approach is less professional. |teachmebusiness.co.uk/newunit1.htm |
| | | |Students undertake online activities available at: | |
| | | |businessstudiesonline.co.uk/AppliedGcse | |
| | | |Business/Activities/Unit1/Unit1Menu.htm | |
|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |
| |key questions | | | |
|32-33 |3.3 What are external |To understand why and how businesses |Students work in groups on: What does ‘being green’ mean? |See the Edexcel GCSE Applied Business Student Book, |
| |factors? |can be ‘ethical and green’. |Students come up with suggestions to compile a glossary of Green |pages 174–177 |
| |Environmental constraints |To understand how businesses can |‘buzz’ words. |GCSE Applied Business by Fardon M, Nuttall C and |
| | |cause damage and what may be done to |Students work independently or in pairs to study the case study |Prokopiw J (Osborne, 2002), pages 1139–141 |
| | |prevent this (links to Unit 1.3). |and complete the online quiz at: |Useful websites: and thetimes100.co.uk and |
| | | |thetimes100.co.uk/case-study--managing-external-influences--1|greenguide.co.uk and go- |
| | | |15-282-5.php |PowerPoint and notes at: ngfl-.uk/vtc/ |
| | | |Students work independently or in pairs to find out about ‘the |ngfl/bus_studies/14/default.html and |
| | | |UK’s greenest bus fleet’: |teachmebusiness.co.uk/newunit1.htm and |
| | | |goahead/responsibility/environment |thetimes100.co.uk/theory/theory--environmental-constraints--273.php |
| | | |Students work independently or in pairs to find out about ethical|thetimes100.co.uk/case-study--managing-external-influences--115-282-2|
| | | |codes of practice. One useful website is the Ethical Trading |.php |
| | | |Initiative site (but students should try to find other examples | |
| | | |as well): | |
| | | |Students undertake online activities available at: | |
| | | |businessstudiesonline.co.uk/AppliedGcse | |
| | | |Business/Activities/Unit1/Unit1Menu.htm | |
|34-35 |3.3 What are external | |Students write up on chosen businesses. | |
| |factors? | | | |
2817rl130709S:\LT\PD\Scheme of work (Phase 2)\Applied Business Unit 3 SOW.doc.1–9/1
This grid is for you to create your own scheme of work if needed.
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Learning outcome
Exemplar activities
Week by week content coverage
Detailed help on resources
Editable scheme of work
We are happy to provide this scheme of work for you to amend and adapt to suit your teaching purposes.
We hope you find this useful.
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